H4 Within House2

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Curriculum Standards

7th Grade ELA Common Core Standards
7.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
7.RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
7.SL.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

7th Grade Social Studies Essential Standards.
7.C.1 Understand how cultural values influence relationships between individuals, groups, and political entities in modern societies and regions (1400-present day).
7.H.1.1.2 Summarize the literal meaning of historical documents in order to establish context.

Objectives

  1. Using Google Drive Docs, students will write an essay, that meets the criteria on the "Romeo and Juliet Essay Rubric," that explains how Romeo and Julietwould be different if one of the following actions had occurred:
    1. If the Capulets and the Montagues had approved of Romeo and Juliet's love.
    2. If Juliet had gone with Romeo when he was first banished from the city.
    3. If Romeo had arrived to the tomb a bit later.
  2. Using Google Drive Presentations, students will create and present in class a presentation, that meets the criteria on the "Romeo and Juliet Presentation Rubric," that explains why it is important to read this play in 2012, with attention to how the themes in the play relate to their own lives.
  3. Using Google Drive Documents, students will create a collaborative journal that meets the criteria on the "Historical Context Journal Rubric," with attention to the themes of the play and the historical context of each Act/Scene.

Learning Activities

*Before reading the play...*
1. Focusing on the Reader - Part I (Day 1)
Historical Background Information - Students will explore 4 websites in order to lean about the historical context of the play. While exploring the sites, students will take notes in their notebooks, using the T-Chart format. On the left side of the T-Chart, students will write the topics they need to research. On the right side, they will write details about each topic. (These notes will help support Learning Activity #7 - Historical Context Journal.)
Topics:
  • Family
  • Daily Life
  • Gender Roles
  • Education and Career Opportunities
  • Socioeconomic Status
  • Marriage
  • Religion
  • Monarchy (Government)
Links to Websites:
2. Focusing on the Reader - Part II (Day 2)
The following facts will be projected on the board:
  • To date there are 77 movie versions of this play.
  • One character is stabbed during a sword fight. In response, he says, "A plague on both your houses."
  • The last line reads: "For never was a story of more woe than this of..."
  • This play is the most famous love story in the world. The balcony scene is the most famous scene in all of historical theater.
  • It deals with the powerful emotion of love - family love, romantic love, love between friends, love of Church, and love for society - and how it affects everyone.
Students will spend five minutes writing their reactions to these facts and predicting what the play will be about and/or which play they will read. Students will share their reactions with the class.
3. Focusing on the Reader - Part III (Throughout the Unit)
At the beginning of each day, one word will be projected on the board. (This word will be determined by the teacher each day, based on the discussions that occurred during reading the previous day.) Students will spend five minutes explaining (in their notebooks) the significance of that word to the scene they read the previous day.

*Students will read the play - for understanding - as a class.*
4. First Draft Reading - Part I (Throughout this part of the Project)
The first draft reading will take place using the app "Shakespeare in Bits." Students will have their own copy of the play, but they will watch each scene bit on the projector. Students can then use the functions of the app to determine the meanings of words they are not familiar with, read character descriptions, and read "Notes" and "Synopsis" of they play. They can also use the app at any time to review what they have read.
5. First Draft Reading - Part II (Day 2, Throughout this part of the Project)
Twenty Questions - After reading Act I, Scene I, students will use Google Drive to create a Document and share it with the class. Students will each write out 20 questions they have about what they have read. As they read the rest of the play, the students should be able to answer these questions. Students can collaborate on the questions by helping answer each other's questions.
6. First Draft Reading - Part III (Throughout this part of the Project)
Character Chart - Students will fill out the character chart, using Google Drive, as they read the play. The Document will be provided for them by the teacher. (see link under materials/resources list)

*Students will reread each scene - for analysis - in a small group of 3-4.*
7. Second Draft Reading - Part II (Throughout this part of the Project)
Historical Context Journal - Using Google Drive Docs, students will keep a Historical Context Journal during the second reading of the play. Students will follow the format provided for each Act/Scene of the play. Students will identify a theme, text to support the theme, and provide an explanation of the historical context. Then, students will share their entries with each other. Finally, students will write a summary of what the other students shared. (see link under materials/resources list)
8. Second Draft Reading - Part II (Last Day of Second Draft Reading)
Theme Layers - Students will choose one theme from the play and write the theme in a complete sentence in the middle of the page. Around the page, students will write out various real-world connections to that theme. This will then be used as a reference when they complete their presentation (Learning Activity 12). (see link under materials/resources list)

*After reading the play through twice...*
9. Movie Adaptation - With parental permissions, students will watch the movie version of Romeo and Juliet.
10. Romeo and Juliet Essay (see link under materials/resources list) Students will write the first draft of their essays using Google Drive Docs. While the teacher is reviewing them and offering feedback through Good Drive, students will work on their presentations and present. Once the presentations are complete, students will finish the final drafts of their essays. The essay should follow the requirements on the assignment/rubric.
11. Romeo and Juliet Presentation (see link under materials/resources list) Students will create a Google Drive Presentation to describe one theme in the play and how that theme relates to their own lives in 2012. The presentation should follow the requirements on the assignment/rubric.


Integration of App/Tool

Shakespeare in Bits
Students will use the "Shakespeare in Bits" app while reading the play for the first time. Before reading the play, they can use the "Cast" section to read about the different characters in the play. During their first reading, they will watch the scenes and read the "Notes" and "Synopsis," both of which address the themes in the play. They can use these notes to help with their "Historical Context Journal" booklet. They will also use the tool in the text that "translates" from Old English into Modern Day English. After reading, they can read the Plot Summary. Finally, they can use the app at anytime to review what we have read and to complete their learning activities.

Google Drive
Throughout the Unit, students will use Google Drive in a variety of ways:
  1. Twenty Questions - Learning Activity (Individual and Collaborative)
  2. Character Chart - Learning Activity (Individual)
  3. Historical Context Journal - Learning Activity (Individual and Collaborative)
  4. Romeo and Juliet Essay - Learning Activity (Individual)
  5. Romeo and Juliet Presentation with Evaluation Form - Learning Activity (Individual and Collaborative)

Collaboration

  • Students will collaborate during Learning Activities 5, and 7. During these activities, they will work together to talk about what is happening in the play, the themes, why it is important today, and how it compares to the historical context of the play.
  • Students will collaborate during Learning Activity 12. The presentations will be video recorded. Afterwards, the class will watch each presentation a second time. During the second viewing, students will be assessing each other's presentations (as well as their own) by completing the "Presenter Evaluation" for each student in the class. After each presentation, the class will discuss three things they think went well and the one thing they think needs improvement.

ISTE NETS-T

  1. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments by promoting student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
  2. Design and Develop Digital Age Learning Experiences and Assessments: Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NET-S by designing or adapting relevant learning experiences that incorporates digital tools and resources to promote student learning and creativity.
  3. Promote and Model Digital Citizenship and Responsibility: Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices by:
    1. Addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
    2. Promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.

Assessment

Formative Assessments
  • Focusing on the Reader - Part II - Student reflections shared in class
  • Focusing on the Reader - Part III - Student reflections in notebooks
  • First Draft Reading - Part II - Twenty Questions Google Doc
  • First Draft Reading - Part III - Character Chart - Google Doc
  • Second Draft Reading - Part I - Multi-Layered Timeline
  • Second Draft Reading - Part III - Theme Layers

Summative Assessments
  • Historical Context Journal
  • Romeo and Juliet Essay
  • Romeo and Juliet Presentation

Materials/Resources

Value Beyond the Classroom

The value beyond the classroom will be described by the students and reflected in their presentations at the end of the unit. Students should be able to make connections between the play, the historical context of the play, why it's important still in 2012, and how the themes relate to their own personal lives.
  • Students should be able to make the connections about how love, in all its life roles, has shaped and will continue to shape their lives and their world views.
  • Students should be able to describe how/why family is important.
  • Students should be able to reflect upon fate/destiny and what they believe of it.
  • Students should be able to reflect upon the light and dark imagery throughout the play and make connections to light and dark symbols in their own lives/beliefs.
  • Students should be able to reflect upon time: how does it pass us by and what are we doing with our time on Earth?

Lesson Development Resources/Citations

Student Resources:


Teacher Resources:
  • Gallagher, K. (2004). Deeper reading, comprehending challenging texts, 4-12. Portland, Maine: Stenhouse Pub.
  • Kolb, L. (2011). Cell phones in the classroom, a practical guide for educators. (1st ed.). Eugene, Washington, D.C.: Intl Society for Technology in educ.
  • Smaldino, S. E., Lowther, D. L., & Russel, J. D. (2012).Instructional technology and media for learning. (10 ed.). Boston, MA: Pearson Education. Inc.